How Kids Develop (Ages and Stages of Youth Development)

Transcription

1 How Kids Develop (Ages and Stages of Youth Development) Children Show Common Characteristics of Youth Development Certain characteristics are common to Children at each age level. Although children differ in the rate at which they develop, the order of the stages does not vary. While it is extremely important to remember that every child is unique and special in his or her own right, some needs and interests are universal to all children to ensure successful development. We all need to: Experience a positive self concept. Experience success in what we attempt to do. Become increasingly independent. Develop and accept our own sex identity. Give and receive attention. Experience adventure. Be accepted by people of different ages-peers as well as those in authority. These needs continue from infancy through old age. Other needs vary for different children and different ages. Age appropriateness refers to how well a youth development program matches its educational offerings with the universal, predictable sequences of growth and change that occur in children. Children s development proceeds in stages. Each stage is distinct, characterized by abilities, attitudes, and priorities that are qualitatively different from those of preceding and subsequent stages. From kindergarten through high school, youth pass through four developmental stages. Specialists often identify these stages as: Early Childhood: Ages 5-8 Middle Childhood: Ages 9-11 Early Adolescence: Ages Middle Adolescence: Ages Please remember: Children develop at their own pace, and all characteristics will not be observed in all children at the same age or at the same stage of development. For each child, consider uniqueness, needs and interests. To do this, keep in mind the following two basic development principles. 1. Age is not a perfect predictor of maturity. Most children go through predictable order, but ages at which they do this will vary enormously. An activity that is well within the capability of one child may be much too difficult for another child exactly the same age. Providing a choice of activities or providing multiple levels of difficulty within one activity is the ideal. 2. Growth may proceed at different rates in various developmental areas within an individual child. A child who is advanced physically may be average in terms of mental ability and below average in terms of emotional and social growth. A child may need different experiences in each of these areas to reach his or her full potential. 1

2 Ages 5-8, Early Childhood Characteristic of Age Group Are at a period of slow, steady growth. Learn best if physically active. Are learning how to use their bodies by mastering physical skills. Are more interested in process than product. Interested in doing activities other than creating a specific product or doing well in the activity. Are wrapped up in self. Are learning how to be friends. May have several best friends. Boys and girls may enjoy playing together. Thinking is concrete. Are easily motivated and eager to try something new. Deal with here and now. Interest span short. Are naturally curious and want to make sense of their world. Sensitive to criticism. Don t accept failure well. Have strong desire for affection and attention of adults. Are moving from dependence on parents to dependence on another adult. Seek adult approval because not confident enough yet to set their own standards Use active learning experiences Provide activities that encourage physical activity: running, moving, playing games, cutting with scissors, painting, pasting, brushing, and assembling. Use small and large muscle activities. It s okay for 5- to 8-year-olds to only work on a project rather than complete it. Make-believe activities allow youth to imagine clearly what other people think and feel. Provide a balance of activities, which can be done alone or in small groups that allow for individual attention. Involve both sexes in activities. Use the senses to help children experience things. Plan a wide variety of activities. Plan activities that take a short time to complete, with each experience building on previous activities. Provide a variety of short and specific learning activities involving concrete concepts. Free time should be planned and encouraged. Move from once activity to another. Alternate high and moderate activity with low. Be very specific and clear with instructions. Allow for exploration and spontaneity in activities. Provide positive encouragement and assistance. Plan many concrete learning activities in which success can be experienced. Set up situations that foster cooperation and teamwork rather than competition. Plan for small group activities with an adult for each three to four youths. Offer support to the young people 2

3 Ages 9-11, Middle Childhood Are quite active with boundless energy. Like group activity. Group and club membership is important. Like to be with members of own sex. Have interests which often change rapidly, jumping from one thing to another. Usually do best when work is presented in small pieces. Need guidance from adults to stay at a task to achieve their best performance. Admire and imitate older boys and girls. Are easily motivated and eager to try something new. Do not like to keep records and do not see the value in them. Like symbols, ceremonies, and songs. Are extremely curious, 9- to 11-year-olds constantly ask why. Enjoy cooperation. Show independence by disobedience, back talk, and rebelliousness. Need recognition and praise for doing good work. Have feelings of competence that enhance selfconcept. Don t like comparisons with others. Can direct a single familiar activity. Have limited decision-making ability. Emphasize active learning experiences. Emphasize group learning experiences. Encourage learning experiences to be done with members of the same sex. Encourage many brief learning experiences. Need simple and short directions. Work closely with this age group. Encourage apprenticing with older youth. Provide a wide variety of learning experiences. Need assistance and close supervision in completing records. Hold initiation and installation ceremonies for new members and officers. Do not answer all their questions. They will learn by finding some answers on their own. Encourage a few to find answers and report to the group. Plan activities so that youth work together sometimes. When you notice these characteristics, allow youth to show independence. Ask them in which activities they would like to participate, and give individual attention. Present recognition in front of peers and parents. Provide activities that will let youth succeed. Recognize them for their accomplishments. Instead of comparing youth to each other, compare present to past performance of the individual. Need adult support. Need adult guidance. Need to know steps and how to 3

4 Ages 12-14, Early Adolescence Are concerned about physical development, being liked by friends, social graces, and good grooming (even though they don t like to admit it). Change at different rates, according to highly individual clocks. Can be painfully self conscious and critical. Are vulnerable to bouts of low self esteem. Are self conscious with many needing help to overcome inferiority complexes. Have intense feelings related to sex. Keen interest in their own bodies, especially sex and sex processes Experience emotions that are on a roller coaster ride. Change in hormones and changes in thinking contribute to the mood swings. Desire a sense of independence, yet they want and need their parents help. Like fan clubs. Many have older or adult idols. Still depend on parental guidelines Are beginning to question authority and values of parents. Peer pressure mounts, first from same sex, then from opposite sex. Are interested in activities involving boys and girls. Are interested in sports and active games. Are ready for in-depth, longer learning experiences. Can take responsibility in planning and evaluating their own work. Can plan their own social and recreational activities. May avoid difficult tasks. Want to get outside of their own community to explore. Are getting over the age of fantasy. Beginning to think of what they will do when they grow up, but are often unclear of needs and values. Gain skills in social relations with peers and adults. Encourage learning experiences related to understanding oneself and getting along with others. Be willing to talk about physical changes. They need many varied opportunities to achieve and to have their competence recognized by others. Concentrate on developing individual skills. Prepare opportunities to help youth discuss body development as a natural and normal process. Provide the opportunity for discussion of human sexuality to ease anxiety associated with a developing body. Accept the feelings that they have. Remember that early adolescents are known for their drama, and their feelings may seem extreme at times. Encourage youth to work with adults and older teens to complete learning experiences and apprenticing. Encourage youth to work with or apprentice to older teens and adults Involve youth in deciding on own group rules. Give them parameters to follow Be willing to spend time to discuss values and morals. Use peer pressure as a positive influence. Use the group to influence non-participation. Have the group give encouragement to individuals. Encourage learning experiences involving boys and girls. Encourage active, fun-learning experiences. Encourage deeper exploration of leadership roles; encourage more detailed recordkeeping of leadership experiences. Allow members to plan activities. Expect follow through. Help them evaluate the outcome. Let members have responsibility for group activity. Form planning committees to plan parties and other social activities. Give experience in working in groups. Help youth choose tasks at which they can succeed. Encourage them to participate in all tasks. Assist youth in eliminating their fears. Help them succeed in solving and participating in difficult tasks. Provide learning experiences outside of the community. Relate life skills to career choices. Provide opportunities for interaction with peers and adults. Provide activities that would foster social interaction. 4

5 Ages 15-18, Middle Adolescence Have high social needs and desires. Want and need a strong voice in planning own programs. Need freedom from parental control to make decisions. Want adult leadership roles. Quite interested in coeducational activities. Strong desire for status in peer group Are restricting areas of interest; patterns of interest becoming more definite. Reach high levels of abstract thinking and problem solving. Can choose purposes, make plans, carry them out, and evaluate the results. Have widespread feelings of inferiority and inadequacy. Are beginning to know self as individual. Personal philosophy begins to emerge. Are developing community consciousness. Are developing a growing concern for the well being and progress of other individuals and groups. Need life planning guidance. Are beginning to think of leaving home for college, employment, marriage, etc. Many will leave the community for employment, and many who go to college will not return to their present communities after graduation. Are interested in travel and adventure. Put more emphasis on personal development (mental and social) wherever possible. Provide suggestions and several alternatives rather than detailed instructions. Make youth aware that in these situations they are making decisions for themselves or a group like themselves. Emphasize guidance and counseling from adult leaders rather than directions. Recommend liberal use of discussion method. Plan coeducational and group-oriented projects or activities. Make sure youth are encouraged by peers. Help establish a climate that is conducive to encouragement. Projects can have considerably more depth. May need to suggest related areas to give youth a broader outlook. Put youth into real life problem-solving situations. Allow them to fully discover ideas, make decisions, and evaluate the outcomes. Counter the feelings of inferiority and inadequacy by encouraging youth and helping them to see their positive worth. Allow time for youth to explore and express their own philosophies. Use activities that have them search for experiences that will allow them to identify their philosophies. Recommend civic projects that are a service to others. Encourage interest in and discussion of community and world problems in which they express concern. Include activities and information regarding life planning. Put emphasis on consumer and financial management. Need to introduce youth to other settings through tours and trips to state and interstate conferences. For incentives, provide trips, rather than medals and ribbons. Prepared by Sharon Query, state youth development specialist, 1995; revised by Judy Levings, youth development specialist, and justice for all The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC or call Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Jack M. Payne, director, Cooperative Extension Service, Iowa State University of Science and Technology, Ames, Iowa. 5

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